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Effectiveness of field-based approach in science.

Article Excerpt
Abstract

A meta-analytic investigation was conducted to quantitatively synthesize and examine research findings about the effectiveness of field-based instruction on students' achievement in science. Effect sizes were calculated for 34 qualified studies. The overall effect was found to be meaningfully large. It was also revealed that the effect sizes were homogeneous, indicating a uniform positive effect of field-based instruction across the studies.

Introduction

A field trip is "a trip arranged by the school undertaken for educational purposes, in which students go to places where the materials of instruction may be observed and studied directly in their functional setting; for example, a trip to a factory, a city waterworks, a library, a museum" (Krepel & DuVall, 1981). The use of field trips in education has a rich history. Beidleman (1952) traced roots of field-based teaching back to Aristotle and Socrates. Many professionals in science education claim that the firsthand experience from a field trip enhance what is taught in classroom. The National Science Education Standards (NSES) also recommend the use of field-based instruction in science education (National Research Council [NRC], 1996). Actually, the latest program standards proposed a change in emphasis from "textbook- and lecture-driven curriculum to the curriculum that supports the Standards and includes a variety of components, such as laboratories emphasizing inquiry and field trips" (NRC, 1996, p.224). It is highlighted that experiences gained beyond the halls and walls of the school "can contribute greatly to the understanding of science" (NRC, 1996, p.45).

Although numerous studies have been conducted to explore cognitive or affective aspects of field-based instruction, as Orion and Hofstein (1991) points out, most of them utilize qualitative methods in evaluations and presently, no certain agreement exists among empirical findings whether field trip enhances students' achievement. Some of the studies emphasize that students' achievement was affected in a positive direction using field trips (Abad, 2003; Folkomer, 1981; Mackenzie & White, 1982) whereas other studies report no significant influence on students' achievement (Lloyd, 1965; McNamara, 1971). On the basis of the previous research findings, further research is obviously needed. This study uses a meta-analytic approach that assists revealing invaluable information regarding these discussions. Such empirical evidence is vital for science educators...

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